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Abstract

This study investigated management development as a task of school managers by
focusing on: • the need for a new education management development approach in South African schools; • the nature and scope of management development; • the international and national perspectives on the education management development practice; • current education management development activities in Gauteng schools; and • an education management development model for Gauteng schools.
The literature study exposed the need for a new education management development
approach in South African schools, the nature, scope and major aspects of
management development. Furthermore, management development approaches,
techniques and methods as well as guidelines for a new holistic approach are
described. The investigation into the education management development practice for
school managers exposed advanced levels in this regard in the UK and USA.
Malaysia, Zimbabwe and Namibia are engaged in customising effective programmes
for school managers. South Africa is focusing on a holistic approach, with a
significant step taken being, the establishment of the National Institute for Education
Management Development.
The empirical study consisted of a structured questionnaire distributed to a sample
population of I 08 school principals, 80 deputy principals and 210 heads of
departments to investigate their management development needs, experiences and
activities. Main findings revealed a lack of training for school management,
uncoordinated education management development programmes, with existing ones
being reactions to crisis situations, and ill-defined management roles for school
managers. School principals seem solely responsible for school management, thus
exposing a need for a school-based management development approach.
The management development model developed for Gauteng schools focuses on
whole-school development, recognises the participatory management vision of the
new education system, includes stakeholder involvement in education management
development and provides school managers with a model that employs the ODE
Quality Assurance Framework.
The major recommendations flowing from this study include customising education
management linguistics for South Africa, defining job descriptions for school
managers, preparing and inducing school managers, setting education management
qualifications for education management posts and institutionalising the National
Institute for Education Management Development.

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